I LIBRARY OF CONGRESS. I 

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UNITED STATES OP AMERICA. *! 



HAND-BOOK 



PHYSICAL TRAINING IN SCHOOLS 



INCLUDING FULL DIRECTIONS 



FOR A VARIETY OF 



Calisthenie Exercises 



ADAPTED TO CLASSES OF ALL GRADES, AND TO SOCIAL 
AND INDIVIDUAL PRACTICE 



BY CHARLES J. ROBINSON, A. B 

Graduate of Dr. Dio Lewis' Normal Institute for Physical Education 



SAN FRANCISCO 

PAYOT, UPHAM & COMPANY, Publisher^ 

622 Washington St 

1874 






J 



£v^s 1 



Entered according to Act of Congress, in the year 1874, by 

Charles J. Robinson, 

In the Office of the Librarian of Congress, at Washington, D. C. 



PEEFATOEY NOTE. 



This little volume has been prepared in response to a wish expressed 
from time to time by teachers and others formerly under my instruction, 
and is designed more especially to promote the cause of physical cul- 
ture — the basis of all true education — on the Pacific Coast. That it 
may, in some degree at least, accomplish the object intended, is the 
writer's earnest hope. 

C. J. K. 

Oakland, Cal., May 1st, 187f. 



J 



"■Health is the soul that animates all enjoyments of life :" — Sir 
W. Temple. 

"A sound mind in a sound body, if the former be the glory of the 
latter, the latter is indispensable to the former." — Edwards 

"The first wealth is health. Sickness is poor spirited and cannot 
serve any one; it must husband its resources to live." — Emerson. 

"Health is certainly more valuable than money, because it is by 
health that money is obtained." — Johnson. 

"Health is the greatest of all possessions, and it is a maxim zvith 
me that a hale cobbler is a better ??ian than a sick king." — Bicker- 
staff. 

" The poorest man would not part zvith health for ?noney, but the 
richest would gladly part with all his money for health." — Colton. 



I. PHYSICAL TRAINING IN SCHOOLS. 



The Need of the Age. Ditty of Teachers. Practical 
Difficulties. Objects to be kept in View. Timely Hints 
and Suggestions by Prominent Educators. 



It requires no argument to prove that there exists 
throughout our land a great and growing need for a 
more general observance of the laws of health, and for 
more efficient physical training in our schools and in- 
stitutions of learning, than now prevail. The physical 
degeneracy of the American people has been alarm- 
ingly apparent for years past; while the constant waste 
of life which results from premature death, especially 
in our large cities, is something appalling to contem- 
plate.* We acknowledge and deplore their existence, 
but have failed to put in force the means at our com- 
mand for arresting and effectively remedying these 



* According to the Official Report of the Ninth Census, 110,445 children 
under one year old died in the United States in 1870, being ten per cent, of 
the total number of births in that year; and 229,542 died under ten years 
old, or nearly twenty-one per cent, of the number of births. Nearly one- 
half of the whole number of deaths which occur are of children under ten. 



b PHYSICAL TRAINING. 

overshadowing evils. It is evident that our systems of 
education, with all their excellences, are sadly deficient 
and faulty with respect to physical culture and hygienic 
instruction. Notwithstanding the plain teachings of 
both reason and experience concerning the direful con- 
sequences of disregarding Nature's sanitary laws, the 
youth of our land are permitted to pass through their 
school years, and ultimately go forth into the w^orld to 
assume the duties and responsibilities of life, with no 
adequate conception of the structure and functions of 
their own wonderful organizations, and. practically ig- 
norant of the physiological laws which a wise Creator 
has ordained for their welfare and happiness, the evil 
effects being visited, in turn, upon the generations 
which come after them. That this is so is not, pri- 
marily, the fault of the teachers of schools, but rather 
of the people at large. Yet teachers can do much to- 
ward supplying the lamentable deficiency which exists. 
By bringing the subject practically before their classes 
as opportunity offers, by urging upon school officers 
the importance of making physical training and educa- 
tion prominent in the courses of instruction adopted, 
and by exerting their influence to create and foster a 
correct public sentiment on the subject, teachers can 
assist greatly in securing proper attention to this neg- 
lected branch of instruction in our schools and edu- 
cational institutions. 

The hygienic effects of what we eat and drink; of the 
manner in which we dress; of the "fashions" we adopt; 



PHYSICAL TRAINING. 7 

of the stimulants, narcotics, drugs, and cosmetics we 
use; of ventilation, bathing, the carriage of the body, 
exercise, rest, etc., are questions of vital importance to 
every individual, whether young or old; and especially 
to the young, while forming habits which will last 
them through life. Hence we must look to our schools 
as the proper channels through which physiological 
and hygienic instruction is to be supplied, and as the 
principal means ior disseminating among the people 
the knowledge so generally needed. 

Prof. Lewis B. Monroe, of Boston, one of the fore- 
most educators of our day, and a thorough master of 
the art of physical development, as the writer can testify 
from personal knowledge, in the opening chapter of his 
excellent "Manual of Physical and Yocal Training,"* 
speaks as follows concerning physical culture in 
schools : 



"The teacher who neglects all considerations of 
health in the training of his pupils, while forcing them 
to the utmost mental acquirements, is justly considered 
an enemy rather than a friend of those committed to 
his charge. The Creator's laws are so perfectly balanc- 



*The extracts from this volume are made with the permission of the 
author. 

For several years Prof. Monroe held the position of Superintendent of 
Vocal and Physical Culture in the Public Schools of Boston, and is now at 
the head of the School of Oratory of the Boston University. 



8 PHYSICAL TKAINING. 

ed, that the highest good of the soul is intimately con- 
nected with the highest good of the body. Yet there 
are many, even among us, who seem not to admit that 
mind and body are mutually dependent; that we can- 
not secure the best development of the one at the ex- 
pense of the other. It is lamentable to see the evils 
that have insidiously crept upon us as a result of this 
error — evils which we will not here particularize, but 
which are only too obvious. 

"The ancient Greeks paid the same attention to 
physical as to mental training. Their gymnasia were 
schools for the body and mind; and the office of Gym- 
nasiarch was one of honor and repute. The monuments 
in art, science, and language which have come down to 
us more than confirm the wisdom of their educational 
methods. Is it not a strange inconsistency on our part, 
that, while we pay such tributes to their excellence, we 
ignore the means by which that excellence was attained? 
We praise and copy their statuary, but seem to forget 
that the models for these classical figures were furnished 
by their system of physical training. It is true that 
in our time the requirements for physical strength and 
endurance are not the same as of old. But a sound 
mind in a sound body must be as important now as it 
ever was; while the danger of neglecting to keep up 
the proper balance, with our labor-saving machines, our 
changed modes of locomotion, of warfare, and of every- 
thing requiring manual dexterity and bodily strength, 
is greater than ever. 



PHYSICAL TRAINING. 9 

"It devolves upon teachers more than upon others 
to see that the impetus recently given to this subject 
be not lost. They should seek to render the interest 
already felt stronger, more general, and more intelli- 
gent. Let them make the most of their opportunities 
for information upon the subject; and although the 
amount of instruction afforded in our institutions of 
learning and in literature * be at present most insuffi- 
cient, it will not long remain so. Am increased demand 
will bring an increased supply. Meantime something 
should be done, and that something should lead to 
practical results." 



The more immediate difficulties in the way of intro- 
ducing this branch of instruction into our schools at 
the present time are : 

1st. A chronic state of mental overiuork in the school- 
room from attempting to do too much in the time given; 
a condition of things which subjects both pupils and 
teachers to the imminent risk of losing health and even 
life itself; and 

2d. A lack of practical knowledge among teachers 
as to just ivhat to teach and how to teach it, arising 
from the general apathy and neglect which have pre- 



* Newton & Co., No, 19 Brattle Street, Boston, have recently published an 
excellent little volume for young pupils entitled "Lessons for Childn a about 

Themselves. Part I, The Body."— C. J. B. 



10 PHYSICAL TRAINING, 

vailed with regard to physical and hygienic culture. 
The only method of effectually overcoming the first 
of these obstacles is the awakening of a decided pop- 
ular sentiment against the mental overtasking, and 
consequent nervous and physical exhaustion of teachers 
and pupils, the inevitable tendency of which is to 
produce disease, deformity, and not unfrequently un- 
timely death; and in favor of thorough and practical 
instruction in the principles and laws of physical de- 
velopment, symmetry, and health.* This sentiment 
aroused, the second difficulty named, the lack of ade- 
quate preparation on the part of teachers, would be 
speedily overcome; and all other obstacles which might 
impede the progress of this much needed reform would 
disappear. 

Prof. Monroe points out the following as definite ob- 
jects to be kept in view by the teacher of physical 
culture : 

" 1st. Symmetry of Form. Teacher and pupil should 
have in the mind a true ideal of a perfect human form; 
and they should seek to bring their own forms as nearly 
to this ideal as possible. 

"The commonest faults in the forms of the present 
generation are: 1. One-sidedness — an unequal de- 
velopment of the Wo sides of the body. 2. Hollow 
chest, which involves a pitching forward of the shoul- 



*If the "grade" is too high let it be lowered, and a course of study 
adopted which the average scholar can master in the given time. 



PHYSICAL TRAINING. 11 

derSj projectioD of the shoulder-blades, crooking of the 
collarbone, and drooping of the head. 3, Slender 
waist, especially in women. 

44 2d. Proper Position and Carriage of the Body. 

Under this head we include the habits of the pupil in 
reference to sitting, standing, walking, and the move- 
ments of the body and limbs generally. Ease, dignity, 
and grace of carriage should be cultivated. 

"3d. Right Habits of B real hi ng. Good air is one 
of the first essentials in physical and vocal exertion. 
No one can keep the body and mind vigorous for any 
great length of time in impure air; and the most im- 
pure air is that which is filled with emanations from the 
human system. 

" The lungs should be trained to free, full, and vigor- 
ous action. They are, so to speak, the very springs of 
vitality. The more immediate importance of the lungs 
in the animal economy will be brought to mind when 
Ave recollect that a person may live for days without 
food, but to deprive him of air, even for a few moments, 
is to deprive him of life itself. 

"One of the commonest faults in the use of the 
lungs is the habit of breathing us it were from their 
surface, not bringing sufficiently into play the costal 
and abdominal muscles. By watching the domestic 
animals — a horse or cow for instance — we may learn a 
lesson in breathing. We perceive that there is very 
little motion near the fore extremities, but the breath 



i 



12 PHYSICAL TRAINING. 

is impelled from the flanks. So should we have the 
main action at the waist and below the waist. Any 
form of dress or belt, therefore, which constrains the 
base of the lungs and presses upon the stomach and 
intestines, must do serious harm.* 

" 4th. Good Yoice. Intimately connected with the 
function of breathing is that of vocalization; and it is 
perhaps because the culture of the voice involves the 
training of the lungs, that vocal exercises are so gener- 
ally acknowledged as contributing to health 

The production of voice is a muscular operation. It 
calls into action many organs directly related to the 
vital economy; and, consequently, every step taken to- 
ward permanently improving the voice, is so much 
done toward building up the health and vitality of the 
general system. When teachers feel that they are im- 
proving the reading and singing of their pupils while 
they give them healthful exercises, they will not be so 
likely to consider physical exercises a repulsive drudg- 
ery, or the practice of them as so much lost time. 

'' The faults in voice are too numerous to be specified 
here. The one most prevalent in schools is the hard, 
unnatural, half-screaming tone in which both teachers 
and scholars carry on their recitations. The natural, 
easy, musical quality of voice which marks refined 
society should be cultivated in the school-room from 

* We will bear witness to the great excellence both vocal ly and physiologi- 
cally, of the method of breathing here indicated.— C. J. R. 



PHYSICAL TRAINING. 13 

the beginning. Imagine a polite person asking a visi- 
tor to take a chair in the tone used by scholars in re- 
citing their arithmetical lesson! Yet the forced and 
stilted tone is as fitting in the one case as in the other. 
It is true, scholars must often speak loudly in the 
school-room, but the tone may be loud and pleasant at 
the same time. 

"5th. Health. This is, humanly speaking, the pearl 
of great price, beside which no other earthly blessing 
can be placed, and without which everything else loses 
its charm. Nowhere in our educational system is there 
so great a defect as the failure to secure attention to 

hygienic laws Nervous diseases and 

frail constitutions are becoming every day more 
abundant; and they will continue to increase, till an 
intelligent hygiene shall furnish the true preventive. 
Proper habits of dress, diet, sleep, cleanliness and ex- 
ercise are of infinitely more importance to a child than 
the geography of Siberia or the history of the Dark 
Ages. Yet the latter absorb a large share of time in 
schools where not a word is said of the former. May 
it not be asked with solemn emphasis: What shall it 
profit a child to gain a whole world of book-knowledge, 
if, in gaining it, he forfeits the chief condition of 
earthly welfare — bodily health? " 

We feel persuaded that the foregoing suggestions 
will be regarded by experienced teachers and thought- 



i 



14 PHYSICAL TRAINING. 

ful parents as of great value, and worthy of universal 
adoption. 

Among the representative teachers of the Pacific 
Coast similar sentiments prevail on this subject, F. 
M. Campbell, Esq., Superintendent of Public Schools 
at Oakland, California, in his Annual Report for 1873, 
makes use of the following language regarding system- 
atic physical exercise hi our schools: 

" I am sure that in very few of our schools does the 
subject of Physical Exercise receive sufficient attention. 
Light gymnastics, or calisthenics, should form a part 
of every day's business. But few minutes need be de- 
voted to it continuously — five minutes, and, if the 
movements are executed with vigor, even three minutes, 
will be found sufficient at any one time. The windows 
should all be thrown open when the exercises begin, 
and closed as soon as they are finished. The quickened 
circulation, as indicated by the glow upon their cheeks, 
the deeper and fuller respiration, and the rest to their 
tired muscles and overstrained nerves, which results 
from the two or three minutes thus occupied, is of in- 
calculable benefit to the health, S23irits, and mental 
activities of the pupils. It is no easy task for us adults, 
even occasionally, say once or twice a week, to sit 
quietly and almost motionless for any considerable 
length of time, even upon the comfortably upholstered 
seats of a church or lecture hall; bow much more diffi- 
cult, then, must it be for boys and girls to do so every 



PHYSICAL TRAINING. 15 

day upon the hard seats of the school-room, and with 
a high-pressure engine inside of each of them! As an 
aid to school government in affording relief from the 
weariness of long sitting and the consequent restless- 
ness of the children, calisthenics are of great value. 
In this respect the exercise ranks with vocal music, 
and should frequently be practiced in alternation with 
singing or other vocal gymnastics. Each will be found 
to add interest, and give zest to the other. 

The exercises and movements should always be care- 
fully selected, with some definite aim in view, such as 
will tend to correct improper positions of the body, 
awkwardness, etc. Some of the evil effects of bad 
habits in sitting, standing, and walking, and with girls 
in dressing, are, drooping of the head and shoulders; 
curvature of the spine; one-sidcdness, (one shoulder 
higher than the other); holloiv-chestedness; compression 
of the lungs, and consequently, imperfect respiration 
and bad voice; turning in of the toes; dragging of the 
feet, etc., etc. Against all of these it should be 
the constant thought and practice of teachers to 
warn and guard their pupils. No amount of intel- 
lectual development in our children can compensate 
for injury done to their bodies. Any system of edu- 
cation, or any teacher, that sacrifices the one to the 
other, either through ignorance or neglect, is unworthy 
of the name. We must and do admit that physical 
exercise in the school-room is essential to the best con- 
dition of the pupils' bodies, and consequently of their 



16 PHYSICAL TRAINING. 

minds. How, then, can it be neglected without the 
commission of almost a crime? Some one has likened 
the educating of a child's mind, to the utter neglect of 
his physical training and development, to the blind- 
ness and superstition of the Hindoo mother, who, to 
secure in the future some fancied spiritual good to the 
child she loves, casts its body, a willing sacrifice, into 
the waters of the sacred Ganges. I am sure that, as 
parents, teachers, or school officers, we do not wish to 
emulate the benighted Hindoo woman." 



II. CALISTHENICS.* 



Why and How they are of Use. Arrangement of the Class. 
Breathing Exercises. General and Special Exercises. 
Position and Carriage of the Body. 



With the hope of assisting in the promotion of th e 
important objects above set forth, and of bodily health 
and development in general, we have prepared the an- 
nexed description of a series of Galisthenic, or "Free 
Gymnastic," Exercises, selected and original. We 
believe that they will be found of value for the follow- 
ing reasons : 

1st. Calisthenics supply a ready means of orderly, 
exhilarating, and attractive exercise and recreation. 
They affect beneficially the entire system. 

2d. They are adapted to both sexes, f to all ages, 
and to any number of pupils or persons. 

* From the Greek words kilos, beautiful, and sthenos^ strength. 

t In a circular issued by the Berlin Medical Society, it is stated as the 
deliberate conviction of its members, that systematic instruction in gymnas- 
tics for the young of all classes of society is desirable; "even more so for girls 
than for boys, since the physical condition of the female is calculated to 
affect in the highest degree the constitution of future generations.'' 



18 CALISTHENICS. 

3d. They form a most attractive feature when intro- 
duced on public occasions, as in exhibitions, festivals, 
and social reunions. 

4th. The exercises here given are arranged with 
reference to practice by classes in schools, the lyceum, 
and the gymnasium, or by groups in the home circle. 

5th. They are equally available to persons engaged 
in sedentary occupations, to invalids and others, for 
individual practice. 

6th. The design in their selection and arrangement 
has been to promote symmetrical physical development, 
to secure activity with strength, and to avoid meaning- 
less and awkward movements. 

7th. They require no apparatus or special costume. 

8th. They may be practiced as well without music 
as with it, although in classes music is of course a great 
attraction. 

9th. They are thus at all times available. 

10th. Finally, the exercises, and the method of 
practice prescribed, have satisfactorily stood the test 
of actual trial. 

No difficulty will be found, we apprehend, in under- 
standing and executing correctly the movements, pro- 
vided the directions given are attentively followed. 
Careful practice will soon give proficiency. 

In entering upon the exercises, let it be borne in 
mind as one of the cardinal principles of all calisthenic 
and gymnastic training, that ' ' the thorough, systematic, 
and persevering practice of a few properly, chosen and 



ARRANGEMENT OF THE CLASS. 19 

wisely directed movements, is more beneficial than a random 
and irregular practice of a large number of vague exer- 
cises.'" 



Positions. Arrangement of the Glass. 

1. Instruct the class in taking the correct Sitting 
and Standing Positions, directions for which will be 
found at the end of the exercises. Then at the com- 
mand "Position!" by the teacher, the class, if seated, 
will take the proper Sitting Position; or, if standing, 
the correct Standing Position. 

2. Before commencing exercise from the Standing 
Position, the class should be arranged upon the floor 
in straight lines extending from the front to the rear of 
the room or exercising hall; if a school-room, in the 
aisles between the desks. They should stand in regular 
gradation as to height, the smallest being in front, and 
at a full arm's length from each other. Each scholar 
should know his or her place on the floor, and at the 
proper signal j>ass to it quickly and without causing 
confusion. 

The signals appropriate for the school-room are the 
first four numerals, spoken by the teacher, or four 
strokes of a bell, thus : 



20 CALISTHENICS. 

"One; " take the Sitting Position. 

' ' Two; " turn toward the aisle. 

"Three;" stand. 

"Four;" pass to places, face to the front, and stand 
in position. 

Kequire these movements to be executed with uni- 
form promptness and precision. 

Two signals will be sufficient to seat the class, thus : 

"One; " pass to the seat and stand beside it. 

"Two;" be seated. 



B 

Breathing Exercises, 

[standing oe sitting position.] 



1. Fill the lungs slowly with pure air — exjDanding 
and enlarging them at the base — inhaling through the 
nostrils. Occupy from five to eight seconds. Exhale 
in a corresponding manner. Repeat, The teacher may 
time the breathing by raising the hand slowly while 
inhaling, and lowering it while exhaling. 

Cultivate the habit of drawing in and expelling the 
breath by the action of the diaphragm and muscles of 
the waist, taking care not to raise the shoulders. 

If these exercises are accompanied by the piano, in- 
hale during one strain or change of the music, and ex- 



BREATHING EXERCISES. 21 

hale during the next. A "jig" will be preferable by 
reason of its light, brisk movement, particularly in 
No. 3. 

2. Fill the lungs in the same manner as before. 
While inhaling raise the arms, extended, and touch the 
fingers together over the head. Pause for a moment 
and breathe out slowly as the arms are returned to the 
sides. Kepeat. 

3. Inhale and raise the arms as in No. 2. Hold 
the breath, carry the hands to the upper portion of the 
chest, and pat briskly but lightly with the open hands, 
being careful to keep the lungs filled during the per- 
cussion. Hold the breath for a few seconds only at a 
time. Eepeat, patting at the waist. 

4. Breathe in, raising the arms as before. Keep 
the arms extended and rigid, and carry them slowly to 
the sides, forcing them as far bach as possible in 
descending. Hold the breath until the hands reach 
the sides. Eepeat. 

At the option of the teacher other breathing exer- 
cises may be introduced, as for example: 

Fill the lungs through the nose and exhale through 
the mouth, and the reverse. 

Breathe as rapidly as possible through the nose, lips 
closed. 

Breathe through the mouth as rapidly as possible, 
like panting; etc., etc. 

\Yhispered reading, and the different methods of 
elementary practice in vocalization, and also special 



22 CALISTHENICS. 

exercises for the throat, as the stroke of the glottis, 
{coup de glotte), contraction of the uvula, depression of 
the larynx, etc., will be found appropriate in connection, 
with the foregoing. 



c 

General Exercises, 

[standing position.] 



[These exercises are to be accompanied by silent 
counting, or, after the class is well drilled, by piano 
music, (if such is available), in quadruple time. Eight 
counts constitute a full "measure," each movement re- 
quiring one count or beat. Mark the time very dis- 
tinctly. Let all the movements be prompt, vigorous, 
and in exact concert, but do not hurry. Aim to get the 
full benefit of the exercise. Train one of the scholars 
to act as "leader," standing on the platform in front of 
the class, and reversing the motions; that is, using the 
left hand where the class use the right, etc. This may 
be made a reward for proficiency. 

Do not pause or lose time in passing from one exer-' 
cise to another, or from one motion to another of the 
same exercise. On the last count of one exercise take the 
position required for the following one. It is better in 
practice not to call "change' 7 in passing from one to 



GENERAL EXERCISES. 23 

another, thus requiring the class to pay attention more 
closely to the changes of the leader, and securing 
greater unity of movement. 

Begin with Sections 1, 2, 3, or 4, at pleasure, but 
continue from the place of beginning in the order given. 
Take up one section and drill upon it until the move- 
ments are perfectly rendered, then pass to another one, 
and so on. Do not practice too long at one time. 

These exercises should always be preceded and 
followed by one or more of the Breathing Exer- 
cises. It is indispensably necessary also that the 
clothing should be worn loosely at the waist in order 
to receive the full benefits of exercising, as otherwise 
freedom of movement for the arms and body cannot 
be secured.] 

SECTION I. 

No. 1. Standing Position, body and head erect. 

Close the hands firmly and place them on the upper 
portion of the chest, bringing them well back toward 
the arm-pits, back of the hand outward, elbows near 
the body. 

(This is also the commencing position of exercises 
number 2, 3, and 4, following). • 

Retaining the left hand at the chest, carry the right 

. hand down along the side until the arm is straight, 

counting "one," (silent counting). At "two" bring 

the hand back to the chest. Repeat, counting "three' 



24 CALISTHENICS, 

on going down and "four" on returning. Do not bend 
the bod j. 

Without pausing, execute the. same number of move- 
ments in the same manner with the left hand, the right 
remaining at the chest, counting from five to eight. 
Then make them alternately (right hand, then left) — 
counting from one to four, and simultaneously, (both 
hands together) —counting from five to eight. 

Continuing, execute the same number of similar move- 
ments horizontally sidewise instead of downward. 
Carry the hands in a straight horizontal line, taking 
care not to swing them. In carrying them out, turn 
the palms upward. 

The same vertically up, palms forward. 

The same horizontally in front, palms upward. 

The hands remain closed throughout the exercise. 
In each of the four directions the order is "right 
hand," "left hand," "alternately," "simultaneously." 
Count from one to eight in all cases. 

At the option of the teacher, each of the above 
changes may be repeated eight counts instead of four. 
This is applicable to several exercises of the series. 

No. 2. The hands at the close of No. 1 being at the 
chest, carry them both down once and return, then 
sidewise and return, then up and return, then forward 
and leturn, observing strictly the directions given in 
No. 1, above. 

Repeat the exercise. 

No. 3. Both hands down at " one," palms forward. 



GENERAL EXERCISES. 25 

At "two," open the bands. At "three," close them. 
At "four," return to chest. 

Repeat the same horizontally at the sides, counting 
from five to eight, palros forward. 

The same upward, and in front, palms as in No. 1 of 
this Section. 

Repeat the exercise. 

No. 4. Right hand down from the chest and return, 
then up and return. Repeat this eight counts. 

Left hand the same. 

The same alternately; that is, carry the right hand 
down and the left up at the same time, and the re- 
verse. 

Simultaneously the same; each eight counts. Then 
carry the right hand from the chest horizontally to the 
right and return, then horizontally to the left (turning 
the shoulders in that direction as far as possible with- 
out inclining the body or changing the position of the 
feet) and return, eight counts. 

Left hand the same — first to the left. 

Both hands to the right and return to chest, eight 
counts, keeping the shoulders turned toward the right. 

The same to the left, eight counts. 

On the last count place the arms by the sides, hands 
closed, palms forward. 

No. 5. In the position above indicated, open and 
close the hands four times, or eight counts. Repeat 
this with the arms extended horizontally at the sides, 
vertically upward, and horizontally forward, succes- 



26 CALISTHENICS. 

sively, palms as in No. 1. Extend the fingers on open- 
ing the hands. Keep the arms straight. 

In closing the hands on the last count — the arms be- 
ing extended horizontally in front — turn the palms 
toward each other. 

No. 6. From this position, swing both arms horizon- 
tally back as far as possible and return, four times, or 
eight counts, and repeat. Keep the arms straight and 
as nearly on a level as practicable. Do not strike the 
hands together in front. 

The body will sway forward and backward slightly 
with the movements of the arms, but do not bend the 
back or the hips. 

On the last count place the arms by the sides. 

"Rest!" At this command the class may stand at 
ease until again called to position by the teacher. 

SECTION II. 

No. 1. Place the open hands firmly upon the sides 
immediately over the hips, fingers turned toward the 
back, arms resting naturally; draw the shoulders back, 
and raise the chest. Keep the hands in this position 
throughout this and the succeeding exercise. 

Bend the body toward the right as far as possible 
without changing the position of the feet. With the 
inclination, bend the right knee slightly. At "two" 
return to the erect position. Then bend to the left in 
a similar manner, and return. Continue this two 
measures; that is, eight counts and repeat. 



GENERAL EXERCISES, 27 

Bend the body in the same manner to the right, then 
backward, then to the left, then forward, and the re- 
verse. Kepeat. Come to the erect position only on 
the last count. 

No. 2. Holding the head erect, turn it horizontally 
to the right as far as possible without otherwise mov- 
ing the body, and return to position; then to the left 
in the same manner, and return. Continue eight 
counts. 

Bend the head to the right and return to erect posi- 
tion, thtn to the left and return, four times, or eight 
counts. 

Bend the head forward and backward in the same 
manner. 

Bend the head to right — back — left — forward and re- 
verse, eight counts. 

Make these motions of the head and body at a uni- 
form rate, taking care to avoid an angular or "jerking" 
manner. This, rule will apply, in fact, to all the exer- 
cises. 

No. 3, Hold the fore-arms perpendicularly in front 
of you, about eight inches apart, and parallel to each 
other, hands closed, the arms from the elbows to the 
shoulders being horizontal. 

Keeping the arms bent and as nearly as possible at 
this level, draw them simultaneously back to the sides, 
and return, eight counts. Expand the chest. 

Pvepeat, clapping the hands together in front on re- 
turning. 



28 CALISTHENICS. 

No. 4. Place the hands on the sides as in No. 1 of 
this Section, and bring the elbows on a line with the 
front of the body. 

Draw the elbows back as far as possible, and return 
to first position. Continue eight counts and repeat. 

Be careful not to bend the body backward in this and 
the preceding exercise. 

No. 5. Close the hands and hold them in front of, 
and ten or twelve inches from, the waist, placing them 
one above the other as if grasping a plumb line or 
rod, the right hand resting on the left, the elbows 
touching the sides. 

Keeping the left hand as placed, at ' ' one, " swing the 
right hand down and backward past the right side, and 
at "two," bring it over and forward with a circular 
motion to its original place upon the left hand, the 
movement being that of striking a vigorous blow upon 
a stationary object. Continue four strokes or eight- 
counts. Describe as large a circle as possible without 
turning the body. The actual stroke should be light. 

Execute the same movements with the left hand, the 
right receiving the blows. 

The same alternately, eight counts and repeat. 

No. 6. Place the arms by the sides, hands open, 
palms outward. 

Keeping the arms straight, swing them up side wise 
and clap the hands together over the head four times, 
or eight counts. 



GENERAL EXERCISES. 29 

Kepeat, turning the palms inward on descendiDg to 
the sides.. 
"Best/" 

SECTION III. 

No. 1. Arms by the sides, palms forward. 

Pass the thumb of the right hand quickly across the 
fingers. of the same hand, commencing with the little 
finger and touching each in succession, the motion be- 
ing the familiar one of " snapping the fingers," except 
that all four of the fingers are brought equally into 
action, and the percussion is omitted. Four times, 
one count to each. 

Left hand, alternately, and simultaneously, the same, 
each four counts. 

The same with the arms extended at the sides, up- 
ward, and in front, palms as in No. 1, Section 1. 

When not in action, the hand is held in position, 
nearly closed. 

No. 2. Arms by the sides, hands closed, palms for- 
ward. 

Turn the hands half round, giving a twisting motion 
to the arms, and back to first position. Do not bend 
the elbows. Continue four times or eight couuts. 

Bepeat at the sides, up, and in front. 

No. 3. Rest the tips of the fingers on the shoulders 
near the neck. 

Extend the right arm to a horizontal position at the 



30 CALISTHENICS. 

side, hand open, and return, four times or eight counts. 
Left hand, alternately, and simultaneously, the same. 
In " alternately " both hands are in motion at the same 
time, one from, and the other toward, the shoulder. 

No. 4. Fingers placed as before. 

Carry the right hand vertically up from the shoulder 
until the arm is straight. Returning at ''two," place 
the fingers at the armpit instead of on the shoulder. 
At "three," carry the hand down and place the arm 
by the side. At "four," return to original position on 
the shoulder. Repeat. 

Left hand the same. 

Alternately the same. In this movement carry the 
right hand up and the left hand down from the shoul- 
ders at the same time, and on the return bring them to 
the shoulders again; then left hand up and right down, 
and back to shoulders, and so on. 

Simultaneously the same; up from the shoulders and 
down from the armpits. Each eight counts. 

No. 5. Arms by the sides, hands closed. 

Swing the right arm up in front and over the shoul- 
der, and return, keeping it straight, and letting it pass 
back as far as possible without bending the body, both 
on the upward and downward stroke. Feet stationary. 
Continue eight counts. 

Left arm the same. 

Alternately and simultaneously the same. 

In the alternate movement, carry the left arm up at 



GENERAL EXERCISES. 31 

tlie same time that the right descends, and vice versa. 



L o J 



No. 6. Extend the arms horizontally at the sides, 
hands open, palms upward. 

Swing the right arm up to a vertical position over 
the shoulder, elbow straight, and back to horizontal — 
the left arm meanwhile remaining extended at side — 
four times or eight counts. 

Left arm the same, the right remaining extended. 

Alternately and simultaneously the same, each eight 
counts, clapping the hands together over the head in 
" simultaneously." Do not let the arms fall below the 
horizontal line during the exercise. 

"Best/" ■ 

SECTION 4.— Foot Movements. 

[Exercises calling directly into action the feet and 
lower limbs have been purposely omitted from the fore- 
going. When the location of the school-room or ex- 
ercising hall will admit of their introduction, the 
following will be found appropriate] : 

No. 1. Hands joined behind the back, arms nearly 
straight and resting easily, shoulders and body erect. 

Raise the body gradually as high as possible on the 
toes, and return to the floor in the same manner. Con- 
tinue eight counts and repeat. 

No. 2. The "radiating steps." 

Extend the right foot laterally to the right ns far as 



32 CALISTHENICS. 

possible without otherwise changing your position, 
touch the toes lightly upon the floor, and return. Do 
this four times or eight counts. 

Left foot to the left in the same manner. 

Right foot forward in the same manner. Left the 
same . 

Right foot back, bending the left knee slightly. 

Left foot back, bending right knee. 

Right foot forward and back, left knee straight. 
Left foot forward and back; each eight counts. Do 
not slide or drag the feet on the floor. 

No. 3. The "triple charge." 

Step diagonally forward with the right foot three 
times consecutively, increasing the distance with each 
repetition of the step, and return to the erect position 
on the fourth count. Keep the left knee straight and 
the left foot firmly in place on the floor. 

The same with the left foot, diagonally forward to 
the left, keeping right knee straight and foot stationary. 

The same with the right foot diagonally backward. 

Diagonally backward with the left foot. Keep the 
body erect. 

No. 4. Rest the hands on the sides as in No. 1, 
Section 2. 

Raising the left foot clear of the floor, spring up- 
ward on the right foot four times, one count to each — • 
quick time. 

Left, alternately, and simultaneously, the same. 



SPECIAL EXERCISES, 33 

Repeat the exercise, continuing "simultaneously" 
eight additional counts, and clapping the hands over 
the head with each. 

"Rest!" 



D 

Special Exercises. 

Any of the exercises described in the preceding 
Sections may be selected for special or competitive 
drill; and as a pleasing variation, the teacher may also 
introduce the changes given below. They are adapted 
to either the Standing or Sitting Position. 

"THE MANUAL OF ARMS." 

[Let the movements be made with military precision. 
Pause slightly between the words of command. The 
first word is preparatory only — execute on the last. The 
order in which they are given may be varied at will.] 

Fold — arms! Arms folded at the waist. 

Extend — arms! Arms extended horizontally at sides, 
palms upward. 

Rest — arms! Hands on the hips, fingers toward the 
back. 

Support —arms! Fingers clasped behind the head. 

Advance — arms! Arms extended horizontally in 
front, palms upward. 



34 CALISTHENICS. 

Reverse — arms! Fold arms behind the back. 
Raise— arms! Arms vertical, palms forward. 
Carry — arms! Hands joined behind the back. 
Secure — arms! Hands joined in front of waist, el- 
bows touching the sides. 

Arms— -free! Arms by the sides. 

For amusement, and to secure attention, the teacher 
may occasionally execute some other movements than 
those which he commands the class to perform, caution- 
ing them beforehand to "do as he says, not as he 

does! " 

"THE WING MOVEMENTS." 

Position of "Secure Arms," right hand uppermost. 

At the first count, carry the right hand to the right, 
describing an upward curve in so doing, until the arm 
is nearly straight and level, hand open, palm upward. 
At "two," carry the hand, with a waving motion as be- 
fore, to a point immediately in front of and a little 
above the forehead, palm outward. At "three," let 
the hand fall forward at the wrist, carry it at the same 
time about ten inches from the forehead horizontally 
to the right, then raise it to the perpendicular. At 
"four, "join the hands again at the waist. Do this 
four times, or eight counts, and repeat. 

The same with the left hand. 

The same alternately — right hand then left, — and 
simultaneously, or both hands together. In bringing 
the hands in front of the forehead in the simultaneous 



SPECIAL EXERCISES. 35 

movement, touch the ends of the first and second 
fingers together. 

All the motions should be made gracefully in curved 
lines. If accompanied by singing — selecting a piece 
in quadruple time, — the effect will be excellent. 

Prof. Monroe gives the following directions for the 
Sitting and Standing Positions. As closely allied to 
the latter, we include those for Walking. 

I. SITTING POSITION. 

1. Rest the feet fully on the floor, forming an angle 
of sixty degrees. 

2. Sit (not lean) as far back in the seat as possible; 
supporting the lower part of the spine against the back 
of the chair. 

3. Knees bent, nearly at a right angle. 

4. Body square to the front, 

5. Chest expanded. 

6. Hands fall easily in the lap, close to the body, 
little fingers downward. 

7. Shoulders square. 

8. Shoulder-blades flat. 

9. Head erect; not tipped in either direction. 

10. Chin slightly drawn iu. 

11. Raise the form to the full height. 

12. Poise the body slightly forward. 

13. Eyes straight to the front. 

14. Ear, shoulder and hip in line . 

This position should be frequently practiced as an 



36 CALISTHENICS, 

exercise; but pupils should be required to remain in 
it only a few minutes at a time. The younger the 
scholars the of tener should they be allowed to change 
their position. 

II. STANDING POSITION. 

1. Heels on a line, and together. 

2. Feet turned equally outward, forming an angle 
of sixty degrees. 

3. Knees straight. 

4. Body square to the front. 

5. Chest expanded and advanced, but without 
constraint. 

6. Arms hang easily at the side. 

7. Shoulders equal height. 

8. Shoulder-blades flat. 

9. Head erect, raised at the crown, not tipped in 
any direction. 

10. Chin slightly drawn in. 

11. Form raised to the full height. 

12. Body poised slightly forward, so that the weight 
bears mainly on the ball of the foot. 

13. Eyes straight to the front. 

14. Whole figure in such a position that the ear, 
shoulder, hip, knee, and ankle are all in line. 

No pains should be spared to get this position ex- 
actly, and the pupil should be required to observe its 
main points whenever he stands to read or recite, in 



SPECIAL EXERCISES. 37 

order to establish as a habit an erect and dignified 
carriage of the body. 

Weak children need to be particularly cautioned 
against making the back too hollow, and drooping the 
head. 

Ill WALKING. 

The main points of the "Standing Position " must 
be observed in walking; thus: 

1. Body erect. 

2. Head raised. 

3. Eyes looking straight forward. 

4. Chest active (i. e. elevated and expanded.) 

5. Arms fall easily and are allowed a gentle, natural 
swing. 

6. Feet point outward thirty degrees. 

7. The steps must be regular in time and equal in 
length — somewhat as in the military march, but with- 
out rigidity or stamping. 

8. In a quick or ordinary step, the heel of the ad- 
vanced foot strikes the ground first. In a very slow 
and long step the outside toes strike first. 

9. All the muscles of the body must be in a state 
of easy, elastic tension.* "All lassitude, bending, 
carelessness, falling of the head, dangling of the limbs, 
bending of the trunk, and loose, irregular gazing 
should be avoided." 



#The more rapid the pace, the greater the amount of spring or vertical 
movement required. — C. J. R. 



i 



